The International Center of Mathematics CIM is a partner institution of the International Program Mathematics of Planet Earth 2013 (MPE 2013). CIM plans to organize and support several activities in the scope of International Program Mathematics of Planet Earth 2013 (MPE 2013).
http://sqig.math.ist.utl.pt/cim/mpe2013/
To this extent, CIM is organizing the following CIM International Conferences and CIM Advanced schools Planet Earth:
MECC 2013 – International Conference and Advanced School Planet Earth, Mathematics of Energy and Climate Change, 1828 March 2013.
Keynote speakers and school lecturers: Inês Azevedo, Carnegie Mellon University, USA; Richard James, University of Minnesota, USA; Christopher K. R. T. Jones, University of North Carolina, USA; Pedro Miranda, Universidade de Lisboa, Portugal; Keith Promislow, Michigan State University, USA; Richard L. Smith, University of North Carolina, USA; José Xavier, Universidade de Coimbra, Portugal; David Zilberman, University of California, Berkeley, USA.
DGS 2013 – International Conference and Advanced School Planet Earth, Dynamics, Games and Science, 26 August to 7 September 2013.
Keynote speakers and school lecturers: Michel Benaim, Université de Neuchâtel, Switzerland; Jim Cushing, University of Arizona, USA; João Lopes Dias, Universidade Técnica de Lisboa, Portugal; Pedro Duarte, Universidade de Lisboa, Portugal; Diogo Gomes, Universidade Técnica de Lisboa, Portugal; Yunping Jiang, City University of New York, USA; Eric Maskin, Institute for Advanced Studies, USA (schedule permitting); Jorge Pacheco, Universidade do Minho, Portugal; David Rand, University of Warwick, UK; Martin Shubik, Yale University, USA (video lecture); Satoru Takahashi, Princeton University, USA; Marcelo Viana, Instituto de Matemática Pura e Aplicada IMPA, Brazil.
The first two volumes of the CIM Series in Mathematical Sciences published by SpringerVerlag will consist of selected works presented in the conferences Mathematics of Planet Earth (CIMMPE). The editors of these first two volumes are Jean Pierre Bourguignon, Rolf Jeltsch, Alberto Pinto and Marcelo Viana.
A new year is starting today. What will happen during this year? Will it again be warmer that than the normal, as have been the last 12 years? Will extreme meteorological events threaten our crops? Can we expect dramatic hurricanes next fall? When and where will the next strong earthquake happen? Will the world economy continue its recovery from the last economic crisis? Will new invasive species destabilize or destroy our ecosystems? When and where will the next pandemic occur?
We are all curious to better know our planet, and better understand its future. Part of what we cannot see with our eyes, we can discover with our mathematical glasses. For many of us, mathematicians, we had not brought together our natural curiosity about our planet and our professional activities in research and teaching. Mathematics of planet Earth is a fantastic opportunity to learn about the role of mathematics in the understanding and solution of planetary problems.
During the whole year, in parallel with the scientific activities for specialists, MPE activities will occur on a regular basis around the world: colloquium talks, public lectures, activities for the schools. Hence, this provides an excellent opportunity to learn about MPE topics and the mathematical questions and developments behind these topics.
The success of MPE2013 comes from the fact that it is so timely. The scientific community, including the mathematical community is aware of the need for new scientific developments to understand the planetary problems. In the schools, it is more important than ever to explain why mathematics is important: linking mathematics to societal problems is an excellent way to do so.
There are no late comers with MPE2013. The planetary problems will, unfortunately, not be solved by the end of 2013. The curriculum material highlighting applications of mathematics to planet Earth problems that will have been developed for 2013 will start a new trend in education: more universities may decide to start programs in mathematics of the environment. Books may be produced in the long term. More enrichment material for the schools will be produced in the coming years. The community will have appreciated the benefits of an international collaboration.
New partners continue to join and activities to be planned. India is organizing a large MPE competition in the schools of the countries with deadline in midJune 2013. The University of Education in Vietnam is organizing an MPE math camp for students next summer. Malaysia organized a national launch on December 15. Two days of MPE activities are now planned in Mali, targeting all school levels starting from kindergarden. In Canada, the Pacific Institute for Mathematical Sciences in working on mathematics education for aboriginal communities. There is a lot of enthusiasm in these communities for MPE2013: linking nature to the teaching of mathematics is very close to the values of aboriginal communities, and likely to interest students and to encourage dropouts to continue their studies.
Christiane Rousseau
More than 100 scientific societies, universities, research institutes, and organizations all over the world have banded together to dedicate 2013 as a special year for the Mathematics of Planet Earth.
Our planet is the setting for dynamic processes of all sorts, including the geophysical processes in the mantle, the continents, and the oceans, the atmospheric processes that determine our weather and climates, the biological processes involving living species and their interactions, and the human processes of finance, agriculture, water, transportation, and energy. The challenges facing our planet and our civilization are multidisciplinary and multifaceted, and the mathematical sciences play a central role in the scientific effort to understand and to deal with these challenges...
ادامه مطلبPrimary level maths
These websites have various maths resources for primary school ages
MathShere Maths Puzzles http://www.mathsphere.co.uk/resources/MathSphereMathsPuzzles.htm
This British website features a great set of maths puzzles for upper primary children, which are ideal for printing out in colour and laminating, making a long lasting resource.
Maths resources for kids
http://www.coolmath4kids.com/
A U.S. website designed for primary school children, which is full of puzzles and lessons which make maths fun.
Maths games and resources
http://www.adrianbruce.com/maths/index.htm
This Australian website has a lot of maths games and maths lessons designed for primary school children.
Woodland maths zone
http://www.woodlandsjunior.kent.sch.uk/maths/index.html
This is a U.S. website with interactive maths activities aimed at 711 year olds.
Project Happy Child
http://www.happychild.org.uk/wks/math/
This website provides many different free maths worksheets and educational resources for all school levels.
BBC school resources
http://www.bbc.co.uk/schools/websites/4_11/site/numeracy.shtml
A BBC website dedicated to numeracy and maths skills, with activities for different age groups and abilities.
http://www.bbc.co.uk/schools/numbertime/ For kids 4 11 years old has songs and games etc. including printable worksheets to download.
Mathwire games
http://www.mathwire.com/games/games.html
This website features games from the many different strands of maths.
SuperKids math worksheet creator
http://www.superkids.com/aweb/tools/math/index.shtml
This website allows teachers and parents to make maths worksheets for a wide range of mathematical problems.
سلام
این بازی به نظرم جالب اومد،
برای بچه های عزیز ابتدایی که میخوان عملیات های ضرب و تقسیم و جمع و منها را تمرین کنند مفید خواهد بود:
امیدوارم خوشتون بیاد
Learning to master certain routine tasks, such as computing with fractions, solving equations and computing limits, derivatives and integrals, forms a large part of mathematics education in secondary and early tertiary education. Training these skills produces the computational fluency and execution of procedures required, together with conceptual understanding, to support efficient problem solving. Drills and formative assessments can be delivered especially well by automatic learning systems. Computerassisted assessment is based on advanced algorithmic exercises that are newly generated each time they are invoked. This is the most valuable aspect of elearning materials. The WebALT project 20052006 (EDC22253) developed a grammar that is able to encode these algorithmic problems so that they can be generated automatically in several European languages. This is made possible by employing Web standards (to represent the algorithmic exercises) in combination with advanced computational linguistic tools (to produce the various verbalizations). This technology contributes both to the preservation of the linguistic diversity and richness in Europe and to the creation of a pool of standardized tests aligned with the Bologna process. WebALT multilingual exercises are languageindependent and can be adopted across borders. This multiplies the value of the content many times over.
The algorithmic problems together with highquality supporting materials empower instructors to teach large numbers of students with the same effort needed to teach just one small group. Grading of homework, quizzes and examinations becomes automatic, available to students any time, anywhere. Even lectures can be delivered automatically as podcasts, turning mobile devices to portable lecture halls. The WebALT eContent was coordinated by the University of Helsinki. The Technical University of Catalonia (UPC), the Technical University of Eindhoven and the University of Cologne were partners in the project. Maths for More was the commercial partner associated to UPC. Currently the partners are members of the Joining Educational Mathematics thematic network (JEM), whose aim is to coordinate contentenrichment activities in the area of elearning in mathematics, to maintain standards and to deliver synoptic highquality user information and support pages.
The kind of technology, services and content showcased by the WebALT project has the potential to industrialize instruction. Proper use of automation will make the delivery of education much more effective without compromising its quality. The recent final report of the National Mathematics Advisory Panel highlighted the importance of mathematics in the future and noted that highquality computerassisted instruction (CAI) drill and practice, implemented with fidelity, be considered as a useful tool in developing students' automaticity (ie fast, accurate, and effortless performance on computation), freeing working memory so that attention can be directed to the more complicated aspects of complex tasks. This is what the WebALT project has begun to do in Europe. The showcases built and the pilot projects run at schools clearly demonstrate the potential of proper and innovative use of technology in instruction.
Following the US example, the European Union must continue its efforts to educate educators to take advantage of the benefits of technology and new media. The inertia of the academia is, at times, overwhelming. To effect a change, decisive action and further resources are needed. This investment will quickly produce returns, and is absolutely necessary to guarantee the competitiveness of Europe in the global marketplace.
http://ercimnews.ercim.eu/thefutureofmathematicseducationineurope
These diverse perspectives illustrate the complexity of structures that support mathematics

numbers

algorithms

ratios

shapes

functions

data

linear

periodic

symmetric

continuous

random

maximum

approximate

smooth

represent

control

prove

discover

apply

model

experiment

classify

visualize

compute

symbols

infinity

optimization

logic

equivalence

change

similarity

recursion

wonder

meaning

beauty

reality

motion

chaos

resonance

iteration

stability

convergence

bifurcation

oscillation

discrete vs. continuous

finite vs. infinite

algorithmic vs. existential

stochastic vs. deterministic

exact vs. approximate
متن کامل مقاله را در ادامه ببینید...
ادامه مطلبEconometrics means the application of mathematics to the analysis of economic data. It has however raised some controversy among scholars.
^{Photo: quinn.anya / Flickr.com (Creative Commons).}
J. Angrist and J. Pischke in their research work present rather strong views on econometrics and its relation to the theory of economics. The central claim of the paper is the increased credibility of econometric studies in contrast to the situation thirty years ago. In fact, the article relates to an interesting assessment by E. Leamer (1983), who approached the subject matter from another point of view, namely the state of econometrics at the given time frame.
Angrist and Pischke’s presentation on econometrics attracted several statements of significance. I tend to symphatize with the opposing views as I find theoretical understanding of the underlying phenomena crucial to good experimental studies. This is because an experimental understanding without wellthought theoretical models tends to decrease our understanding of the realworld phenomena however waterproof the research design is.
Nevertheless, I believe that there is not necessarily a real disagreement between Angrist et al. and M. P. Keane, but rather minor differences on the directions of emphasis. Both authors agree that a good research design and assumptions are essential for success, while this entails a good theoretical understanding of the system under study. Most notably, to perform a good statistical analysis, it is often necessary to determine the causal relationships between the various variables. As an example, Keane notes, in closer examination the classsize results examined by Angrist and Pischke do not look very plausible.
Angrist and Pischke also refer to improved data as a source of credibility. I agree with this view in the sense that increased amount of good data tends to lower estimation variance. On the other hand, proposal on the effect of increased robustness and general understanding of linear modeling is debatable. As a matter of fact, the effect of nonlinearities is hard to control. Supported by Keane’s vacuum cleaner joke (Salesman: “Ma’am, this vacuum cleaner will cut your work in half.” Customer: “Terrific! Give me two!”) nonlinearities easily hinder extrapolation.
The critics mostly raise the structual approach to contrast the empirical approach promoted by Angrist and Pischke. While it’s difficult to assess the structural approach in comparison to econometrics, it does bring more theoretical understanding than quasiexperimental statistical modeling.
Keane refers to the field of marketing as a success story. While it is indeed challenging to verify, the question of dominant factors behind the developments is open. Yet, it is easy to agree with A. Nevo and M. D. Whinston on the difficulty of extrapolation and inference based on experimental studies rather than structural modeling. This is because each situation is unique.
Building statistical models that are robust and powerful enough to allow good decisionmaking requires strong data, as demonstrated by the merger example. On the other hand, decisionmaking contains factors that may be impossible to incorporate without a good theoretical model. This aspect is especially visible in macroeconomic dataanalysis where data is measured over a long time period blended with major societal changes and complex underlying factors.
Mathematics research at Harvard is done in various research areas. The senior faculty pages, the junior faculty home pages, the visitor interests page, as well as the graduate student home pages contain links to personal pages. Check also the Mathematics seminar archive the faculty colloquium or regular conferences like the CDM conference, the JDG conference or a topology conference, the conference archive or research programs like the eigenvarieties program 2006 or activities with the Clay Math insitute. Also the seminar talk archive, the undergraduate math colloquium or thesis topics can give clues about activities. The program for evolutionary dynamics researches applications of Mathematics and Computer Science to Biology. Good starting points on the web are the MathSciNet search for "Harvard Mathematics" at AMS or a Google scholar search for "Harvard Mathematics". There is also a Harvard university scholarly repository with articles.
About NCTM
The National Council of Teachers of Mathematics is a public voice of mathematics education supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development and research.
Mission, Vision and Priorities
Mission Statement
A mission statement encapsulates an organization’s purpose and communicates its essence to members, stakeholders, and the public. It states why the organization exists, what it seeks to accomplish, what it does to achieve this end, and the ultimate result of its work.
NCTM Mission Statement
The National Council of Teachers of Mathematics is a public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research.
(Revised by Board of Directors, October 17, 2009)
Vision Statement
A vision statement is a guiding image of an organization’s success and the resulting contribution to society. A vision statement describes the best possible outcome and what the future consequently looks like. The purpose of a vision statement is to inspire, energize, motivate, and stimulate creativity.
NCTM Vision Statement
The National Council of Teachers of Mathematics is a global leader and authority in mathematics education, ensuring that all students have access to the highest quality mathematics teaching and learning. We envision a world where everyone is enthused about mathematics, sees the value and beauty of mathematics, and is empowered by the opportunities mathematics affords.
(Approved by Board of Directors, October 25, 2008
NCTM Foundational Priorities

Curriculum, instruction, and assessment: Provide guidance and resources for developing and implementing mathematics curriculum, instruction, and assessment that are coherent, focused, wellarticulated, and consistent with research in the field, and focused on increasing student learning.

Equity: Advance knowledge about, and infuse in every aspect of mathematics education, a culture of equity where everyone is empowered by the opportunities mathematics affords.

Advocacy: Engage in public and political advocacy to focus policymakers and education decision makers on improving learning and teaching mathematics.

Professional Development: Provide professional development to all stakeholders to help ensure all students receive the highest quality mathematics education.

Research: Ensure that sound research is integrated into all activities of the Council.
(Approved by the Board of Directors, July 15, 2009)
ALM is an international organisation which brings together practitioners and researchers who are involved in mathematics education for adult learners to inform policy and practice.
The Adults Learning Mathematics: International Research Forum will be a catalyst for the development and dissemination of theory, research, and best practices in the learning of mathematics by adults; providing identity for the profession; and internationally promoting and sharing knowledge of adults mathematics learning for the public benefit.
About the Mathematics Research Communities Program
Mathematics Research Communities (MRC), a program of the American Mathematical Society (AMS), nurtures earlycareer mathematicians—those who are close to finishing their doctorates or have recently finished—and provides them with opportunities to build social and collaborative networks to inspire and sustain each other in their work.
The structured program is designed to engage and guide all participants as they start their careers. For each topic, the program includes a oneweek summer conference, a Special Session at the national meeting, a discussion network, ongoing mentoring, and a longitudinal study of early career mathematicians.
An introductory article giving background information about the MRC program appeared in the February 2008 Notices, and may be found at http://www.ams.org/notices/200802/tx080200247p.pdf
The Division of Meetings and Professional Services of the AMS coordinates the Mathematics Research Communities program, and supports organizers throughout the entire program. Questions about the overall MRC program should be addressed to Ellen J. Maycock, Associate Executive Director, at ejm@ams.org or 4014554101.
2011 Mathematics Research Communities Program
The AMS invited mathematicians just beginning their research careers—those who are close to finishing their doctorates or have recently finished— to become part of 2011 Mathematics Research Communities. The program will include:

Oneweek summer conference for each topic (participants arrive on Sunday and depart the following Saturday; sessions are held Monday through Friday)

Special Sessions at the national meeting

Discussion networks by research topic

Longitudinal study of early career mathematicians
Those accepted into this program received support (full room and board at Snowbird and up to US$612 in air transportation) for the summer conference, and will be partially supported for their participation in the Joint Mathematics Meetings which follow in January 2012. The summer conferences of the MRC were held in the breathtaking mountain setting of the Snowbird Resort, Utah, where participants enjoyed the natural beauty and a collegial atmosphere.
This program is supported by a grant from the National Science Foundation.
Absolutely amazing!
Beauty of Math!
1 x 8 + 1 = 9
12 x 8 + 2 = 98
123 x 8 + 3 = 987
1234 x 8 + 4 = 9876
12345 x 8 + 5 = 98765
123456 x 8 + 6 = 987654
1234567 x 8 + 7 = 9876543
12345678 x 8 + 8 = 98765432
123456789 x 8 + 9 = 987654321
1 x 9 + 2 = 11
12 x 9 + 3 = 111
123 x 9 + 4 = 1111
1234 x 9 + 5 = 11111
12345 x 9 + 6 = 111111
123456 x 9 + 7 = 1111111
1234567 x 9 + 8 = 11111111
12345678 x 9 + 9 = 111111111
123456789 x 9 +10= 1111111111
9 x 9 + 7 = 88
98 x 9 + 6 = 888
987 x 9 + 5 = 8888
9876 x 9 + 4 = 88888
98765 x 9 + 3 = 888888
987654 x 9 + 2 = 8888888
9876543 x 9 + 1 = 88888888
98765432 x 9 + 0 = 888888888
Brilliant, isn't it?
And look at this symmetry:
1 x 1 = 1
11 x 11 = 121
111 x 111 = 12321
1111 x 1111 = 1234321
11111 x 11111 = 123454321
111111 x 111111 = 12345654321
1111111 x 1111111 = 1234567654321
11111111 x 11111111 = 123456787654321
111111111 x 111111111=12345678987654321
Foundations
The term foundations is used to refer to the formulation and analysis of the language, axioms, and logical methods on which all of mathematics rests (see logic; symbolic logic). The scope and complexity of modern mathematics requires a very fine analysis of the formal language in which meaningful mathematical statements may be formulated and perhaps be proved true or false. Most apparent mathematical contradictions have been shown to derive from an imprecise and inconsistent use of language. A basic task is to furnish a set of axioms effectively free of contradictions and at the same time rich enough to constitute a deductive source for all of modern mathematics. The modern axiom schemes proposed for this purpose are all couched within the theory of sets, originated by Georg Cantor, which now constitutes a universal mathematical language.
Algebra
Historically, algebra is the study of solutions of one or several algebraic equations, involving the polynomial functions of one or several variables. The case where all the polynomials have degree one (systems of linear equations) leads to linear algebra. The case of a single equation, in which one studies the roots of one polynomial, leads to field theory and to the socalled Galois theory. The general case of several equations of high degree leads to algebraic geometry, so named because the sets of solutions of such systems are often studied by geometric methods.
Modern algebraists have increasingly abstracted and axiomatized the structures and patterns of argument encountered not only in the theory of equations, but in mathematics generally. Examples of these structures include groups (first witnessed in relation to symmetry properties of the roots of a polynomial and now ubiquitous throughout mathematics), rings (of which the integers, or whole numbers, constitute a basic example), and fields (of which the rational, real, and complex numbers are examples). Some of the concepts of modern algebra have found their way into elementary mathematics education in the socalled new mathematics.
Some important abstractions recently introduced in algebra are the notions of category and functor, which grew out of socalled homological algebra. Arithmetic and number theory, which are concerned with special properties of the integerse.g., unique factorization, primes, equations with integer coefficients (Diophantine equations), and congruencesare also a part of algebra. Analytic number theory, however, also applies the nonalgebraic methods of analysis to such problems.
Analysis
The essential ingredient of analysis is the use of infinite processes, involving passage to a limit. For example, the area of a circle may be computed as the limiting value of the areas of inscribed regular polygons as the number of sides of the polygons increases indefinitely. The basic branch of analysis is the calculus. The general problem of measuring lengths, areas, volumes, and other quantities as limits by means of approximating polygonal figures leads to the integral calculus. The differential calculus arises similarly from the problem of finding the tangent line to a curve at a point. Other branches of analysis result from the application of the concepts and methods of the calculus to various mathematical entities. For example, vector analysis is the calculus of functions whose variables are vectors. Here various types of derivatives and integrals may be introduced. They lead, among other things, to the theory of differential and integral equations, in which the unknowns are functions rather than numbers, as in algebraic equations. Differential equations are often the most natural way in which to express the laws governing the behavior of various physical systems. Calculus is one of the most powerful and supple tools of mathematics. Its applications, both in pure mathematics and in virtually every scientific domain, are manifold.
Geometry
The shape, size, and other properties of figures and the nature of space are in the province of geometry. Euclidean geometry is concerned with the axiomatic study of polygons, conic sections, spheres, polyhedra, and related geometric objects in two and three dimensionsin particular, with the relations of congruence and of similarity between such objects. The unsuccessful attempt to prove the "parallel postulate" from the other axioms of Euclid led in the 19th cent. to the discovery of two different types of nonEuclidean geometry.
The 20th cent. has seen an enormous development of topology, which is the study of very general geometric objects, called topological spaces, with respect to relations that are much weaker than congruence and similarity. Other branches of geometry include algebraic geometry and differential geometry, in which the methods of analysis are brought to bear on geometric problems. These fields are now in a vigorous state of development.
Applied Mathematics
The term applied mathematics loosely designates a wide range of studies with significant current use in the empirical sciences. It includes numerical methods and computer science, which seeks concrete solutions, sometimes approximate, to explicit mathematical problems (e.g., differential equations, large systems of linear equations). It has a major use in technology for modeling and simulation. For example, the huge wind tunnels, formerly used to test expensive prototypes of airplanes, have all but disappeared. The entire design and testing process is now largely carried out by computer simulation, using mathematically tailored software. It also includes mathematical physics, which now strongly interacts with all of the central areas of mathematics. In addition, probability theory and mathematical statistics are often considered parts of applied mathematics. The distinction between pure and applied mathematics is now becoming less significant.
Really Cool Math Websites! Cool Algebra Sites! Cool Geometry Sites! Even Cool Discrete Math, Trigonometry and Calculus Sites! Cool Math Puzzles and Cool Math Brain Teasers Sites! Cool Math Web Quest Sites! Cool Math Humor! Cool Elementary, Middle School, and High School Math Teacher Resources!
http://cte.jhu.edu/techacademy/web/2000/heal/siteslist.htm
About HomeworkSpot.com
Simplifying the Search for the Best K12
HomeworkRelated Content Online
Welcome to HomeworkSpot.com! If you are a student, parent or educator, this site was made for you. Thank you for stopping by. We hope that you find HomeworkSpot.com to be a useful, engaging and educational resource for homework help.
HomeworkSpot.com is a free homework information portal that features the very best K12 homeworkrelated sites together with engaging editorial in one highutility, educational spot. With the help of students, parents and teachers, our team of educators, librarians and journalists has scoured the Web to bring you the best resources for English, math, science, history, art, music, technology, foreign language, college prep, health, life skills, extracurricular activities and much more. For your convenience, we have made every effort to organize these resources into gradeappropriate categories for elementary, middle and high school.
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islamic geometric Design
Dome of the Mausoleum of Sultan Qaytbay, Cairo
Geometrical design is one of the most distinctive aspects of Islamic art and architecture. Geometry can be seen everywhere in the Islamic world: on buildings, in books, on tiles, on wood, on metal. This website celebrates the diversity of Islamic geometrical designs as well as demonstrating how traditional craftsmen make their designs.
All that is required is the ability to draw circles and straight lines. Traditional Islamic geometrical design is based on connecting intersections between circles and lines. This website offers an extensive 'LEARN' section on the practical aspects of traditional design.
Screens are a prominent feature in Islamic architecture, they serve to keep inside in and the outside out while still allowing a flow of air. Geometrical screens are versatile and expressive and add an element of traditional Islamic architecture to any interior or exterior.
In a contemporary context, screens can be used to create a division in a room, to disguise an unattractive feature such as a heating radiator, they can be used to filter light , they can introduce an Islamic element to a community centre or place of worship. They can be used to provide security to private or commercial spaces.
All screen designs on this page are available in any size deairable. They are customdesigned and custommade, either in MDF wood or steel. Steel screens are sufficiently strong to serve as security screens.
Doctoral studies in Mathematics Education are designed to match a student's particular background, professional experience, and career goals; while at the same time meeting Curriculum and Instruction departmental requirements.
Prospective students who already have completed some graduate coursework and/or education may be able to transfer up to 30 semester hours providing those credits have been recently earned or revalidated.
Average length of time in the program is about four years, depending in part on the number of transferred credits. Financial assistance, in the form of teaching or research assistantships, may be available for this period of time.
ادامه مطلبEducation, PhD
Specialization in Mathematics Education Leadership
The Mathematics Education Leadership Program offers a unique PhD in Education specialization for educators interested in Mathematics Education Leadership. The program prepares individuals for leadership positions in mathematics education. Such positions might include roles as school or central office leaders, curriculum and instructional materials developers, state or national agency leaders, college or university faculty or researchers, or professional organizations leaders.
Mathematics Education Leadership (MEL) focuses on research, curriculum, technology, and professional development for mathematics teaching, learning, and leadership. Most students receive secondary concentrations in instructional technology or education policy with opportunities to collaborate with faculty and fellow cohort participants in ongoing research, grants development, and professional networking activities.
ادامه مطلب
Mathematics Education Graduate Programs 


Fulltime Faculty (lr): Frank Lester, Enrique Galindo, Dionne Cross,
Diana Lambdin, Pete Kloosterman, Cathy Brown, and Amy Hackenberg.
Signe Kastberg, Dick Lesh, Erik Tillema, and Gina Yoder not pictured.
ادامه مطلبThe College Mathematics Journal
The College Mathematics Journal is designed to enhance classroom learning and stimulate thinking regarding undergraduate mathematics. It publishes articles, short Classroom Capsules, problems, solutions, media reviews and other pieces. All are aimed at the college mathematics curriculum with emphasis on topics taught in the first two years.
Duke Mathematical Journal
Published by Duke University Press since its inception in 1935, the Duke Mathematical Journal is one of the world's leading mathematical journals. Of the more than 600 mathematics journals published worldwide, only 214 reach the level of impact required to be included in the rankings of the Institute for Scientific Information. Among these, DMJ is ranked at 10, with an impact factor of 1.494 and a cited halflife of >10, the highest score given in this category.
New York Journal of Mathematics
The First Electronic General Mathematics Journal
We use a copyright agreement that allows authors to retain copyright.
Our papers are presented in several formats, including pdf with numerous crossreference links for ease of electronic browsing.
Journal of Applied Mathematics
Journal of Applied Mathematics is a refereed journal devoted to the publication of original research papers and review articles in all areas of applied, computational, and industrial mathematics.
A fraction is a number that is the portion or part of a whole. Key to understanding fractions is understanding how to represent part of the whole. Sometimes the whole will be a pizza, a measuring cup, a bar and it is important to understand what the part is each time the whole is different.
When starting with fractions, begin by focusing on 1/2 and the 1/4 before moving into equivalent fractions and using the 4 operations with fractions adding, subtracting, multiplying and dividing
Pascal's triangle is a geometric arrangement of the binomial coefficients in a triangle. Studied by Blaise Pascal, but also known and studied 500 years earlier by the Chinese. Pascal's triangle has many uses in binomial expansions. The main areas Pascal's Triangle is used are Algebra and in Combinatorics. How many patterns can you discover in Pascal's Triangle?
ادامه مطلب
The main reason for learning all about math is to become better problem solvers in all aspects of life. Many problems are multi step and require some type of systematic approach. Most of all, there are a couple of things you need to do when solving problems. Ask yourself exactly what type of information is being asked for. Then determine all the information that is being given to you in the question. When you clearly understand the answers to those two questions, you are then ready to devise your plan. Some key questions as you approach the problem may be:
What are my key words?
Do I need a diagram? List? Table?
Is there a formula or equation that I'll need? Which one?
Will I use a calculator? Is there a pattern I can use and or follow?
ادامه مطلب
Learning how to solve problems in mathematics is knowing what to look for. Math problems often require established procedures and knowing what and when to apply them. To identify procedures, you have to be familiar with the problem situation and be able to collect the appropriate information, identify a strategy or strategies and use the strategy appropriately. G. Polya wrote a book titled 'How To Solve It' in 1957. Many of the ideas that worked then, continue to work for us now. The steps below are very similar to those expressed in Polya's book Problem solving requires practice! The more your practice, the better you get
Practice, practice, practice
Problem Solving Plan in 4 Steps:...
ادامه مطلب